Week 5 Part 1

Week 5 Part 1

Code of Ethics for School Leaders

Standard 1.1 – The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.

Example:

High School athletic director was pawning school video equipment for his gambling habit.

Standard 1.2 – The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

Example:

Superintendent purchased furniture for his home using district funds.

Standard 1.3 – The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.

Example:

Teacher was given a purchase order to purchase items from local store. The store gave the teacher a gift card for a small amount that was not used. Teacher used the gift card to purchase personal items.

Standard 2.3 – The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

Example:

Principal hires a family friend for a teaching position, without interviewing other candidates.

Standard 2.6 – The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.

Example:

Principal tried to coerce the assistant principal to change a teacher’s PDAS evaluation to a lower rating. The principal was trying to terminate the teacher.

Short and Long Range Consequences

Standard 1.1

Short range – Athletic director was placed on paid leave and an investigation was ordered.

Long range – Athletic director admitted to committing the crime. He was terminated and his certificate was suspended for three years.

Standard 1.2

Short range – District and community lost faith in the superintendent. Superintendent was placed on leave.

Long range – Superintendent was terminated and later prosecuted. The superintendent served six years in prison.

Standard 1.3

Short range –Teacher was ordered to reimburse the money. Documentation was placed in teacher’s file.

Long range – Teacher can be terminated and prosecuted.

The superintendent must model ethics and integrity. It is important that all employees exhibit the same type of behavior. All employees must know the policies and procedures for the district. The reality is that everyone is going to make mistakes and sometimes exercise poor judgment. It is important that these areas are addressed.  The superintendent must communicate with district staff and stakeholders. When employees do not follow district policies, they must be held accountable. The superintendent must have the ability to apply laws, policies, and procedures. Trust is placed in the superintendent’s role to lead the district. The superintendent must maintain moral and consistent standards across the board.

Week 5 Part 2

Week 5 Part 2

Self- Assessment of Superintendent Competency 8

When comparing my answers from the week one to week 5, I have made several changes to Competency 8. I believe this course has improved my knowledge of the finance system. School finance was one of my areas of weakness. This is due to the fact that I had little exposure in this area. While working through this course, I have become exposed to various financial topics. A few of the areas that I have considered strengths such as:  using district and staff evaluation data for personnel policy development and decision making, managing one’s own time and the time of others to enhance district operations, and applying knowledge associated with personnel management, including requirements related to certifying, recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel. I had previously marked these areas as competent on the pre-test.

The areas that I marked as competent are:  applying procedures for effective budget planning, establishing district procedures for accurate, effective, ethical purchasing and financial record keeping. Also acquiring, allocating, and managing resources accordingly. Applying legal concepts, regulations, and codes are considered competencies.  I would like to continue working on this area, so that I will have more exposure and eventually consider them as strengths.

I have two areas that I need to improve my knowledge: developing and implementing plans for using technology and information systems to enhance efficiency and effectiveness of school district operations. The second one is using revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately. My goal is to become competent in the two areas. This will happen as I am exposed to the areas.

Overall, I believe that I have a better understanding of school finance. I feel that all superintendents must be familiar with school finance. It is paramount that districts hire competent CFOs, because this individual will be working very closely with the superintendent.  It is important that decisions are based on needs of the students.

EDLD 5342 Final Reflection

Week 5 Part 3

Final Reflection

EDLD 5342 School Finance has been a very valuable class. Prior to starting this class, my knowledge of school finance was very limited. I began to appreciate and have a better understanding of entire process of school finance. It was interesting to look at the history of school finance and comparing budget data of different school districts. School finance is very complex and there are many variables that affect the system.

The competency eight self- assessment was an interesting assignment. I had to decide whether I was competent in specific areas or determine whether I needed to improve in areas. There were areas such as managing one’s own time and the time of others to enhance district operations; I believe that I was competent in this area. The majority of the other areas, I stated that I needed improvement. The reason is that my exposure to school finance has been very limited. My rationale for this decision was to work and study in the specific areas to improve my level of knowledge. I feel that school finance is an area that all superintendents should know and understand thoroughly.

The weekly lectures were very helpful in the sense that they provided an explanation for the upcoming assignments. They served as an extension to the assignments. I truly enjoyed week one’s lecture, Dr. Nicks explained the History of Texas School Finance and Dr. Arterbury discussed the concepts of equity, equality, and adequacy. The lectures were a great tool. The interviews have been the most interesting assignments. It is very beneficial to hear first-hand from individuals such as the CFO describing processes such as the annual external financial audit. This reinforces the weekly lesson. The readings and resources are great references to further study the various areas of school finance. Learning from the Best: Lessons from Award-Winning Superintendents, has be very insightful not only through this course, but the previous courses too. School Finance 101: Funding of Texas Public Schools, in my opinion was a resource that I referred to quite often. This document provided detailed information about all areas of school finance.

The weekly assignments were challenging and informative. The assignments using the district snapshots were the most intriguing. Week four required the cohort to compare data between two districts. Some of the information requested was total revenue per pupil, total operational expenditures per pupil, and economy of scale between the two districts. This assignment really exposes the advantages and disadvantages of small versus large districts. I found that larger districts seem to operate more efficiently. Also, smaller districts rely on state funding to maintain operations. The interviews with the Superintendent and the CFO were very informative. The interview process allows one to hear first hand about the financial operation of school districts. What I learned from this process is the Superintendent must have an experienced and trustworthy CFO. There are areas in which the Superintendent must rely on the CFO. Prior to the interview with my district’s CFO, I was not aware of the annual audit. I found the interview to be informative about the selection of an auditor and the importance of the process.

I have found the reflections to be helpful for having a clearer understanding of the assignments. My approach to reflective writing is looking at what I have learned and processing the application of the new material. I enjoyed working on the group assignments. I was able to collaborate with three classmates on several assignments. Through this process, we were able to share our thoughts and experiences. There is a lot to be said for cooperative learning, even through media programs such as Skype. Overall, I believe that I expanded my knowledge on school finance and have more of an insight of the process. I still have areas that I want to study more in depth. 

Week 4 Part 4 Personnel Salaries

Week 4 Part 4

Personnel Salaries

The Rockwall ISD Budget for 2010-2011 is $101,171,531. 79.35% of the budget is earmarked for personnel salaries. The total for personnel salaries is $80,277,347. The remaining amount of the budget is used for contracted services, supplies and materials, and other operating costs. Rockwall ISD reduced personnel salaries by $3,458,566 due in part to the current budget deficits.

Increasing all personnel salaries by five percent would create positive and negative impacts. A five percent increase would raise overall payroll by $4,013,867, which would total $84,291,214. A five percent salary increase would raise moral among all district employees. It would also allow Rockwall ISD to be more competitive with surrounding districts to attract a larger pool of experienced teachers and staff. The negative impact of the increase would be budget reductions for other expenditures such as contracted services and supplies and materials. The reduction in other areas could be detrimental to the district and student achievement.

Week 4 Part 5 Financial Audits

Week 4 Part 5

Financial Audits

When school districts are creating their budgets for the upcoming school year, the budget must be audited. The purpose of the audit is to make sure the system is managed and operating correctly. I interviewed Mike Singleton, CFO for the Rockwall I.S.D. to discuss the annual external financial audit. I asked Mr. Singleton several questions pertaining to the annual external audit.

How is the external auditor selected?

The new Superintendent for the Rockwall I.S.D. wanted to seek new auditors for the district. The contract for the previous auditors had expired. The first step is to request for proposals. The request for qualifications is to select an auditor based on CPA ethics and professional services, not fees. The candidates were narrowed to three and face to face interviews will take place. Once the new auditing firm is selected, the school board will have to approve the selection.

How does the auditor conduct the audit?

The new auditor will meet with the Superintendent and CFO. During this meeting they will discuss the timeline of the work to be done. The auditors will spend time with the district finance office conducting preliminary field work. This process will take two to three weeks. The auditors will return in August to conduct field work in the financial office. Once the auditors have completed the field work, they will provide the district with a report stating their opinion about the financial operation.

What does the audit conclude about district financial procedures and actions?

This process will take about five weeks. The intent of this audit is to determine if the financial statements are reasonable and materially correct. The auditors will conduct tests that will measure the accuracy. The auditors will observe and test internal controls to make sure that transactions are properly handled. The system is tested to identify material weaknesses. If the auditors find a problem during the audit, the auditors will report to the Superintendent, CFO, and School Board. State and Federal grants will also be observed. The auditors will look to see if the district is using funding properly. The auditors will give their opinion and assurances about the system overall.

How are the results communicated?

The auditors will provide the district with an annual financial report. This report will state their assurances and opinions concerning the district’s financial operation. The auditor and the CFO will present the findings to the Board of Education in December. The district will submit a copy of the audit to the Texas Education Agency.

Reflection:

The annual external financial audit is a very important process. The purpose of the audit is to observe and test the district’s financial operations. The audit is very thorough and detailed. The process takes several months to conduct. The auditors conduct field test that measure all areas of the finance department. This audit is reassurance to the community that funds are managed and handled properly. During this process, the auditor will report to the Superintendent, CFO, and school board if any weaknesses are found in the system

Reviewing and Analyzing the Rockwall ISD M&O

Week 3 Part 4

Rockwall ISD   2010-2011

Revenues

Local                                                                                 $62,005,372

State                                                                                    42,493,310

Federal                                                                                     100,000

Total                                                                                 104,598,682    

                                                                                   

Expenditures

Instruction (11,95)                                                               61,250,754

Instructional Resources and Media Services (12,13)      2,868,431

Curriculum Development and                                            1,964,586

Instructional Staff Development

Instructional Leadership (21)                                                 895,250

School Leadership  6,526,529

Guidance, Counseling Services                                         2,533,043

Social Work Services                                                                   1,980

Health Services                                                                      1,139,840

Student (Pupil) Transportation (34)                                   3,380,117

Co-curricular/Extracurricular Activities (36)                     3,697,332

General Administration (41)                                               4,086,678

Plant Maintenance and Operations (51)                         12,681,754

Security and Monitoring Services (52)                                  693,287

Community Services                                                               326,080

Debt Service                                                                              546,485

Capital Outlay                                                                              25,000

Other Intergovernmental Charges                                                     775,060

Total                                                                                   105,095,728

Excess of Revenues Over Expenditures                                         497,046

The Rockwall I.S.D. receives $104,598,682 million in total revenues. Local property taxes account for 57%, state funds 36%, and Federal funding 0.1%. Additional revenues originate from other State funding (4.0%), and other Local funding (2.1%). A large portion of the revenues is allocated into instruction.  82.74% of the general fund is allocated for salaries and benefits. The cost per student for the 2010-2011 school years is $7,505. The tax rate for the district is $1.04. $61,250,754 is allocated for instruction. The district has 13,732 students and 23% are economically disadvantaged. Twenty-seven percent of students are at-risk. The Rockwall ISD is focused on classroom instruction. Despite the budget shortfall this year, the district has done an outstanding job with the budget.

Stakeholder Input in the Budgeting Process

Stakeholder Input in the Budgeting Process

The second part of my interview with Sara Bonser, Assistant Superintendent, pertained to stakeholder input in the budgeting process. Mrs. Bonser stated that as the superintendent is preparing the budget, he or she must take into account the needs of the stakeholders. The central office staff which includes human resources, curriculum, student and family services, finance, and security will report to the superintendent with department needs and priorities. Campus principals will provide information pertaining to curriculum and instructional needs for the campus. Site-based committees would provide information pertaining to campus needs. District improvement committees would provide the superintendent with information pertaining to district needs and priorities. Teacher organizations such as the Parent Teacher Association and booster clubs could provide the district with information to offset costs that normally would come from school budget. Some key stakeholders would be businesses, community partnerships, and the Education foundation could also provide the district with input relating to free services for the students and families that would offset district cost and spending. Finally, the Board of Trustees would provide direction for the district to follow or consider. The direction would be in the form of board goals. The information provided by each of the stakeholders will help the superintendent decide budget priorities and allocations to the departments and campuses.

The superintendent’s task is not an easy one to say the least. Having the responsibility to create a budget is demanding. There are many variables that affect the budgeting process. The superintendent must plan a budget that will meet the needs of all of the stakeholders in order for them to operate and function. The superintendent has to look at ways to offset budget costs and will benefit the district. Ultimately, the budget must meet all student needs and align with the district goals and vision.

Superintendent's Roles and Responsibilities in the Budgeting Process

The Superintendent’s Roles and Responsibilities in the Budgeting Process

For this assignment, I interviewed my site supervisor Sara Bonser. Mrs. Bonser is the Assistant Superintendent for Rockwall I.S.D. We discussed the superintendent’s roles and responsibilities in the budgeting process. Mrs. Bonser stated that “budgeting is a means of financial problem solving. With limited revenue available to fund programs designed to meet the needs of all students and fixed expenses needed for the operation of the district, creative problem solving is essential to maximize student achievement. It is the responsibility of the superintendent to translate the vision of the district and make budget decisions that align with the vision of maximizing student achievement.” The superintendent is responsible for ensuring that the financial operations of the district are efficient and effective. He or she is also responsible for designating the budget process, making sure that individuals follow through with the process, and the financial decisions being made align with the vision of the district. Mrs. Bonser also stated, “The budget is the tool in which the superintendent uses to provide the decision-making structure and resource allocation system that allows the district to achieve the vision of the entire organization.”

My second question pertained to the procedures, utility, and content of the Texas Education Agency Summary of Finance Template. Mrs. Bonser stated the summary of finance template was created by Region XIII, for superintendents to use. A new superintendent could collaborate with the district financial director and complete the template. The template features three year comparisons which are side by side. The superintendent uses historical information and data from the previous year. The content of the template relates to M&O tax rates, WADA information, student counts, property value information, and tax collection data. This template when completed will give the superintendent to identify patterns and trends throughout the district. After Mrs. Bonser discussed the template, I realized that the template is a great tool for the superintendent. The template seems very user friendly and will provide valuable information about the district.

The Superintendent’s Roles and Responsibilities in the Budgeting Process Reflection

A superintendent has a huge responsibility of planning and preparing a budget. The budget must be efficient, equitable, and effective. The superintendent must make sure the budget is designed to meet the needs of all students and the priorities of the district. Budget allocations must align with district and Board of Trustee’s goals. It was interesting to know that when planning the budget, the superintendent must look at revenues, expenditures, and fund balances. In most cases, the superintendent must allow four to four and a half percent of the budget for emergency and unexpected costs. The Summary of Finance Template is a great tool for superintendents to use. This template allows the superintendent to enter financial data to create a school budget. The template allows the district to view a side by side three year budget comparison. Patterns and trends can be monitored and identified. The superintendent must work closely with the district financial director.

 

TEA Budgeting Guidelines

Understanding the TEA Budgeting Guidelines

After reading and reviewing the TEA Budgeting Guidelines, I found it to be a very thorough document that provides detailed information on the budgeting process. This document stated the objectives of budgeting and budgeting approaches. The budgeting approaches included line-item budgeting, performance budgeting, program and planning budgeting, zero-based budgeting and site-based budgeting. The guidelines provided the advantages and disadvantages of each approach. Legal requirements were also discussed. Texas law was noted and explained the legal basis for the development of school budgets. TEA legal requirements along with local district requirements were documented. The superintendent is responsible for preparing or causes the budget to be prepared. State law, TEA requirements, and local policy serve as a check and balance system so the budget is prepared and meets all requirements.

Annual budget responsibilities and guidelines were defined, along with the roles and responsibilities at the campus level and district level. The process of establishing a budget calendar was noted. Another topic that was stated in the guidelines was annual district revenue estimates. This is very important when developing a budget. The superintendent must review revenue estimates from the Foundation School Program and local tax properties. This document provides valuable information about Tier I and Tier II costs and allotments.

The TEA budgeting guidelines explained the process of budgeting for grant programs. There are two types of grants, non-competitive and competitive. The process of amending grant budgets was precisely noted. Overall, this document is a reference for the budgeting process. There was new information that I need to become more familiar in order to truly understand the entire budgeting process. The TEA Budgeting Guidelines is a required document for both experienced and new superintendents. As legislation for public schools changes, so will this document.

Goal Driven Budget

Goal Driven Budget

A goal driven budget is a budget in which the budgeting process for all departments and campuses align with Board goals. As Dr. Arterbury mentioned in the lecture, “The district and campus goals should reflect the Board goals.” It is very important that campus principals plan and use funding in a manner that targets the Board and district goals.

Rockwall I.S.D. has improved in the area of district and campus goal alignment. The Superintendent wants a system that is “tightly coupled,” meaning that campus goals and actions should be a reflection of district and board goals. This year the district invested money into Plan 4 Learning. This program is web-based software used to make the process of developing and updating district and campus improvement plans much easier. The Rockwall I.S.D. developed goals that will coincide with the Board of Trustee’s goals, along with the district’s five year strategic plan. There are three board goals that pertain to funding: The Rockwall I.S.D. will annually monitor Strategic Plan 2010-2015, assuring data-driven decisions and continual improvement in communications, diversity, environment, ethics, facilities, funding, security, and technology. The second goal, the district will develop capacity for student and staff success in digital, social, and economic challenges of the 21^st century. The third goal, the district will demonstrate fiscal responsibility in financial planning, resource management, and expenditure control.

Campus principals have been focusing campus improvement plans to be aligned with the district improvement plan. The campus improvement plans are perfect examples of a “version of the vision.” The majority of campus expenditures are geared towards this process. The district has been committed to accomplishing the board goals. Even though the process is ongoing, great strides have been made to move forward. I believe the Rockwall I.S.D. has a goal driven budget.

District Improvement Plan Comparisons

District Improvement Plans

All districts are required to have a district improvement plan that is developed, evaluated, and updated yearly. The district improvement plan includes needs assessment, measurable performance objectives, and improvement strategies for student performance, just to name a few. For this assignment, I compared the Austin I.S.D. district improvement plan with the Rockwall I.S.D. district improvement plan. While reviewing both plans, I noticed considerable differences in the format of each plan. I used the Rockwall I.S.D improvement plan for the 2010-2011 school year. The Rockwall I.S.D. is in the process of reformatting the district improvement plan for the current school year. The new plan will be more user friendly and provide more details than the past plan.  I found the Austin I.S.D. district improvement plan difficult to read. This plan lacked details and specifics on district improvement.

One similarity between the two plans is that both districts are providing very similar Compensatory programs. Some of the programs are; Communities in Schools, AVID, pregnancy related services, bilingual support, and parent education. These programs are funded by state and federal programs. Both districts want to improve graduation rates and provided data to measure the change.

There were differences in both district improvement plans. The Rockwall I.S.D. district improvement plan provided more specific detail than the Austin I.S.D. plan. The Rockwall plan was detailed in the sense that each department from central office, finance, curriculum and instruction, human resources, safety and security, and maintenance had clearly defined performance strategies, target groups, staff accountability, timelines, budget impact, funding services, and assessments listed. Every school had its campus improvement plan attached to the district improvement plan. The Austin I.S.D. plan included performance strategies, timelines, and resources, but the plan was not as detailed as the Rockwall I.S.D. plan. The Austin I.S.D. plan included funding mainly grants, but again it was difficult to read.

Overall, this was an insightful assignment to compare two district improvement plans. It was interesting to see how the Austin I.S.D. and the Rockwall I.S.D. plan and prepare for the future. Both districts are trying to address similar issues, but each district takes a different approach.

Equality, Equity, and Adequacy

Equality, Equity and Adequacy Reflection

Equality, Equity and Adequacy are three words that are used quite frequently in education. These words sometimes have different meanings to different people. Equality means that all students have equal access to classes and educational programs. The key word is ALL. Equity is having a system that is fair and responds to the needs of all individuals. This is the area that is heavily debated especially when dealing with funding. The Foundation School Program becomes the topic of debate when discussing equity. It seems the State has failed in this area. Wealthy districts receive less funding from the state than less wealthy districts when it comes to compensatory education. The term adequacy means that school districts receive a minimum level of funding to meet state accreditation standards. An example would be teacher salaries and cost of living standards. 

3 Basic Issues Impacting Public School Funding

3 Basic Issues impacting the State Formula

State funding of public education is a complicated process. There are so many variables that effect state funding.  I selected three issues that impact the state funding formula.  Property values have a major impact in generating revenue or the lack there of. Property values tend to vary dramatically across the state.  Property values have an effect on local district tax rates.  Districts that have high property wealth receive fewer state dollars than districts that have low property wealth.  Lawsuits against the state impact the state funding formula. The majority of lawsuits deal with inadequacies of the state funding of public education.  The creation of Chapter 41 and 42 schools has created another issue for funding. Chapter 41 schools are property wealthy districts and a portion of their funds are reallocated to Chapter 42 districts. This plan also known as the “Robin Hood Plan,” has created controversy. The plan was supposed to create equality of funding for all districts. This assignment has been very interesting. I do not know if a permanent solution will ever be created. There are too many barriers that impact funding. Hopefully a better plan will be created so that districts will receive equal funding.

Finance History of Public Education

History of Texas School Finance

The history of school finance has been very interesting to study.  The establishment of schools dates back to the Federal Constitution of the United Mexican States.  Mirabeau B. Lamar who is “The Father of Texas Education” helped established land grants for two future universities. The schools are the University of Texas and Texas A&M University. County land grants were sold to fund school districts within the county.  The Constitution of 1845 called for state taxes in which one-tenth of the revenue was set aside for education. The precursor to the Permanent School Fund established by the constitution.  The Texas Constitution of 1876 was another piece of legislation that pushed education forward. The Permanent and Available School Funds created by the constitution, called for a one dollar poll tax from every voter. This poll tax would generate revenues in which one forth would be dedicated to education. It is the language of this particular legislation that has laid the ground work for finance lawsuits in Texas. After studying the history of school finance, I have a better understanding about public education and how schools were established. I have also realized why certain issues are still currently being discussed in this day and age.

Site Supervisor Conference

I met with my site supervisor Sara Bonser on Thursday, September 24^th to review my internship plan. During the meeting we reviewed each item in the internship plan. We briefly talked about the activities. Mrs. Bonser made suggestions for activities or recommended personnel to interview for details and information pertaining to the activities. Mrs. Bonser thought the internship plan was very good. She believed the activities requiring student interviews were interesting assignments. We decided to make a few changes to the plan, specifically activity 35a relating to competency 4. The original activity would require me to find a current issue within the district and meet with two people on either side of the issue. Mrs. Bonser felt that it was too broad and maybe a conflict of interest, especially since I am an employee of the district. She suggested that I modify the activity to a more specific topic and interview several principals within the district. We also looked at activity 19a relating to competency 8 and made changes to it as well. I will interview the Rockwall I.S.D. finance director and review the budget process. Mrs. Bonser felt that it would be beneficial to know the process. We also modified activity 35a for competency 10. The activity for this competency was too broad, so it was changed to review the issue of Special Education conflict process for complaints and grievances. Throughout the interview, she would offer advice pertaining to the activities. Mrs. Bonser was very helpful through this process. She offered great advice and ideas to better improve the plan.

Revised Vita

Bart Walters

7502 Handen Drive, Rowlett, TX. 75089

(W) (469) 698-7330; (H) (972) 412-7502; bartw15@yahoo.com

Education/Certification

M.S. Educational Administration, Texas A&M University – Commerce,

        Commerce, TX, 2003

B.S. Broadfield Social Science, East Texas State University,

        Commerce, TX, 1994

Superintendent Certificate:        In Progress

Principal Certificate :                EC-12, Texas

Teacher Certificate:                  6-12 History, Government, Geography, Texas

Administrative and Leadership Experience

Assistant Principal, Maurine Cain Middle School,

Rockwall Independent School District,

Rockwall, TX, 2006 – present

·         Evaluated teachers using the state’s evaluation instrument, classroom observations, and conferences      
·         Designed Master Schedule which includes designated time for Response to Intervention to improve student mastery of objectives

·         Implemented discipline procedures for the 8^th grade

·         Planned and implemented district/campus safety procedures to insure campus safety

·         Provided guidance for professional learning teams using observations and conferences

·         Created campus progress reports and reports cards

·         Monitored extra-curricular activities including athletic and fine art events.

Teaching Experience

Middle School Social Studies Teacher,

Wilkinson Middle School, Mesquite, TX, 1997- 2006

·         Created and designed effective lessons for United States and Texas History classes to enhance student learning

·         Implemented effective teaching strategies to insure student success in the classroom

·         Evaluated and monitored student progress by using evaluations and student work samples

·         Collaborated with core teachers to implement cross curricular lessons and activities

·         Integrated and maintained class room management techniques to insure student learning and safety

·         Exemplary Campus 2001

Coaching Experience

Middle School Coach

Wilkinson Middle School, Mesquite, TX, 1997 – 2001

·         Created successful football, basketball, and track programs which included district titles in all areas

·         Established relationships with athletes and parents in order to build support for the program

·         Built morale with athletes to establish trust within the program

Additional Training/Professional Development

·         Professional Development and Appraisal System

·         Texas Principal Excellence Program

·         Hazing, Harassment, and Bullying

·         The Art and Science of Teaching: Dr. Robert Marzano

·         Long term District Study to Improve Classroom Instruction: Dr. Robert Marzano

·         Under Resourced Learners: Ruby Payne

·         Gifted Education Training for Administrators

·         Make or Break the Success of Your Campus Through Data Analysis: Region 10

·         Documenting the Marginally Effective Teacher: Region 10

·         Communicating as a Servant Leader: Region 10

·         Preparing Students of the Future: Region 10

Presentations

Walters, B. (2010). What Great Principals Do Differently. Presentation at Rockwall I.S.D. Principal Leadership Meeting, Rockwall, TX.

Walters, B. (2009). Pyramid Response to Intervention. Presentation at the Maurine Cain Middle School Faculty In-service, Rockwall, TX.

Professional Affiliations

Texas Association of Secondary School Principals, 2006 – present

References

References will be included on the following page, if requested.

Revised Intern Plan

29a	1	Obtain a copy of the job description and evaluation instrument used for the position of study. Analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation.	Self	5/30/12
31a	1	Draft a list of the guiding principles for ethical behavior that you currently employ. Interview one school and one business leader, and solicit the principles that they employ. Compare and contrast the lists with the objective of recommending several guiding principles on the basis of their impact on increased learning and school improvement.	Dr. Tommy Wallis; Terry Anderson	3/31/12
31c	1	Meet with a representative group of students. Solicit their beliefs about and experiences with ethical practices in the school or classroom.	Self	2/28/12
1a	2	Analyze the school’s vision/mission statement as it relates to the school’s master schedule. Determine if the vision statement is reflected in the reality of the master schedule.	Self/Jason Johnston	2/28/12
1b	2	Review board policy on vision, mission, and educational goals. Evaluate the degree to which congruence exists between the district/school vision, mission, and goals.	Self	4/30/12
2b	2	Review strategic plan for district and school.	Self	1/30/12
2d	2	Compare and contrast strategic plans from Rockwall I.S.D. and another district.	Self	4/30/12
3c	2	Review the ways in which assessment data are used by the board of education, superintendent, faculty, and staff.	Dr. Debbie Koehn, Sara Bonser, Jason Johnston	4/30/12
5a	2	Review board policy/administrative regulations Assess the leadership culture in the district.	Self	2/28/12
6a	2	Observe a district cabinet or school administrative team meeting. Observe the leader’s behavior in outlining goals, seeking information, and providing information.	Mr. Jeff Bailey, Sara Bonser	5/30/12
4f	3	Review and critique the processes used by the district/school to monitor the ongoing communication between the district/school, faculty, and parents.	Sheri Fowler	12/30/11
25a	3	Interview personnel involved in district public relations.	Sheri Fowler	12/30/11
26b	3	Examine the current policy and procedures for parent involvement in the district.	Self, Sara Bonser	2/28/12
27*	3	Attend an Apoyo meeting. Interview parents and students to determine if the meetings promote cultural diversity.	Self; Rosa Lopez	3/30/12
28a	3	Compile a list of social agencies that are available to support the students, faculty, and administration.	Self	11/30/11
30c	4	Review past board agendas, reports, and minutes. Note significant events, policy changes, and recurring themes or concerns that affect the district today	Self	4/30/12
32a	4	Select from a list of interpersonal skills that you would like to develop. When leading: Encourage others to participate Resolve conflicts constructively	Self	5/30/12
33b	4	Attend board meetings. Include agendas, along with a list of outcomes/decisions pertaining to each item.	Self	5/30/12
33c	4	Review the board training requirements and the role of the superintendent in this process.	Self	4/30/12
33d	4	Interview a board member or central office person experienced in the board process.	Self/Board member	3/31/12
33e	4	Interview a board member to discuss establishing positive relations with the superintendent. Interview superintendent to discuss relations with the board.	Self/Board member/Superintendent	3/31/12
34a	4	Meet with special education director to discuss responsibilities of principals in meeting the IDIEA guidelines	Cathy Honeycutt	11/30/11
35a	4	Current issue in the district. Meet with two persons on either side of the issue. Develop a list of concerns from each individual and devise a resolution	District personnel	1/30/12
7b	5	Review board policy and administrative regulations regarding curriculum development, implementation, management, and evaluation. Evaluate compliance with federal/state laws and local board policy.	Self	12/30/11
8d	5	Observe the opening week of school or district activities and cite issues and/or goals for these activities.	Self	10/30/11
9a	5	Conduct an audit to determine the degree to which the school or district has incorporated brain-based learning theory into the instructional program. Make recommendations for implementation.	Self	1/30/12
13d	5	Meet with a group of students to discuss strengths and weaknesses of cocurricular activities	Self/Students	11/30/11
10a	6	Review methods used to encourage student motivation. Read two articles from refereed journals on motivation strategies, and discuss readings with selected administrators and teachers	Self	12/30/11
11a	6	Review board policy on technology. Review the degree of compliance between policy and the technology plan.	Self	11/30/11
12c	6	Collect and analyze the district, state, and national normed test results. Assess strengths and weaknesses in student achievement.	Farrah Couch	2/28/12
16b	6	Examine the district/school discipline policy and provide an analysis of its strengths and weaknesses	Self	10/30/11
36a	6	Compile a list of current issues that affect teaching and learning. Use research literature and perspectives from administrators, teachers, and students. Assess the degree of importance for each issue	Self, District Personnel	3/30/12
14b	7	Gather information pertaining to the yearly district/school staff development plan. Analyze the plan with respect to school mission, student achievement, and teacher evaluations.	Katrina Hasley	1/30/12
23a	7	Interview district personnel director. Discuss major requirements and issues such as planning, recruitment, selection, induction, compensation, and dismissal of personnel.	Marsha Mason	2/28/12
18e	8	Review the policy and budget for administrative technology. Evaluate the policy and resources.	Chris Gasaway	2/28/12
19a	8	Review the policies for district operations. Evaluate the extent to which the district is in compliance with the policies.	Self	12/30/11
24b	8	Interview the district finance director. Discuss administrative responsibilities, guidelines, training, and other concerns.	Mike Singleton	1/30/12
37b	8	Visit website of NAESP or NASSP, and compile a list of services and information available to the principal.	Self	11/30/11
38a	8	Compile a list of books, publications, training manuals, and district or state publications used or recommended for the superintendent postion.
19b	9	Meet with district attendance officer. Discuss rules, procedures, and ramifications of attendance on law, finance, and school/district operations.	Sara Bonser	12/30/11
20b	9	Meet with director of maintenance to review job responsibilities and schedules of staff.	Javier Fernandez	12/30/11
21a	9	Interview director of transportation to discuss current issues and needs for transportation.	Durham	1/30/12
22a	9	Interview district food service director to discuss the current requirements, concerns, and issues of the program.	Julie Farris	3/30/12
15b	10	Meet with current leader involved in implementing a district/school change. Find out why change was made and what steps were taken to make the change	Jason Johnston	10/31/11
17a	10	Review board policy regarding student services. Assess the degree of compliance with the policy and educational plan. Identify three ways student services might improve	Sara Bonser	1/30/12
35a	10	Select a current issue within the district. Meet with two people on either side of the issue. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides.	District personnel	5/30/12